Synchronous distance learning is where the students and instructor interact in different places but at the same time (Alexander, 2006). Students that attend synchronous courses are required to log into a computer at set time at least once a week. This may include video conferencing, web seminars, messaging and chat (Alexander, 2006). Synchronous works best for students that can set a schedule of days and times for their studies and can attend class (Alexander, 2006). This is preferred by students who like structured courses that rely heavy on interaction with the student and instructor. Learning styles should be considered closely when choosing this type of learning environment.
Synchronous distance learning has class elements that deal with multimedia requirements. Web conferencing or chats are examples used in synchronous distance learning there are many others. Web conferences tend to be more interactive and the student will be asked to respond to questions (survey, poll, questionnaire), which will give you a chance to interact (Alexander, 2006). Web conferences usually incorporate chat and they often have a question and answer session at the end. Chat is a great way to get insight, share resources and ask questions.
Individual’s asynchronous learning is based on the concept of students attending an online course and learning the same material, but they are completing this course at different times and different locations. It is the opposite of synchronous learning and it provides the students with all the aspects of learning within a classroom without ever attending a class at a physical location. Asynchronous learning uses online learning environments such as the courses available here at the University of Phoenix. “Asynchronous online courses require students to independently review course materials and use online discussion forums in place of face-to-face content delivery and discussion” (Allen & Seaman, 2011) Individual learning in an asynchronous learning environment involves using many different technological tools such as discussion boards, email, and chat rooms to attend classes. It is a very effective tool in the online learning environment. Students’ communicate within the classes without ever talking with the instructor or their peers face to face. Individuals respond to messages from other students and post answers to discussion questions within the online forum. Asynchronous learning allows individuals to select their preferred learning style and it promotes flexibility that helps students maintain and learn classroom materials on their own schedules and time tables. “Issues and features of asynchronous online education include instructional design, student motivation, feedback and encouragement, direct and timely communication, and perceptions of isolation” (Bernard et al., 2004, p. 382).
How do students and facilitators influence a collaborative environment and what is their responsibility in building that community environment?
Collaborative environments or e-learning communities are communities where a group of people bond together for a common goal through technology. To sustain this collaborative environment and to help build that community environment requires understanding. Understanding of what is expected of each individual, student and facilitator, and the roles each play in the community environment.
In a collaborative environment learning becomes the motivator. The student’s role and responsibility is to participate with respectful exchanges with other students and the facilitator and to maintain focus on the collaborative common goal or goals. Students should agree to a certain standard of behavior to help build a sense of trust between the facilitator and other students and build that community environment.
The facilitator has the responsibility and influence to establish the operating norms, create sub groups of learners, assign learning activities and monitor group project collaborations. Facilitator’s are to guide discussions and activities to ensure that all participate in the collaborative environment to help build the community environment.
References: Alexander, R. (2006). Synchronous Methods & Applications in E-Learning. Vol.23, no.3
Allen, E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Babson Survey Research Group
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Huang, B. (2004). How does distance education compare with classroom instruction? A meta- analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory & practice. Thousand Oaks, CA: Sage.
Kaplan, S., Bartlett, P. (n.d.). Creating Communities for collaboration and learning. Retrieved from www.icohere.com/CollaborativeLearning2.htm
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass
So, H.J. (2009). When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure. Journal on Computer Assisted Learning, 25(2), 146.
(Team)
(Individual)
(Individual)
learning
*sharing personal
knowledge
*student-centric
learning
*peer to peer
communications
*technologies of
participation
*genres of computing
*text based
*persistent
conversations
*web presence
*Life-long learners
*participatory
literacies
*information literacy
.
Synchronous distance learning has class elements that deal with multimedia requirements. Web conferencing or chats are examples used in synchronous distance learning there are many others. Web conferences tend to be more interactive and the student will be asked to respond to questions (survey, poll, questionnaire), which will give you a chance to interact (Alexander, 2006). Web conferences usually incorporate chat and they often have a question and answer session at the end. Chat is a great way to get insight, share resources and ask questions.
Collaborative environments or e-learning communities are communities where a group of people bond together for a common goal through technology. To sustain this collaborative environment and to help build that community environment requires understanding. Understanding of what is expected of each individual, student and facilitator, and the roles each play in the community environment.
In a collaborative environment learning becomes the motivator. The student’s role and responsibility is to participate with respectful exchanges with other students and the facilitator and to maintain focus on the collaborative common goal or goals. Students should agree to a certain standard of behavior to help build a sense of trust between the facilitator and other students and build that community environment.
The facilitator has the responsibility and influence to establish the operating norms, create sub groups of learners, assign learning activities and monitor group project collaborations. Facilitator’s are to guide discussions and activities to ensure that all participate in the collaborative environment to help build the community environment.
References:
Alexander, R. (2006). Synchronous Methods & Applications in E-Learning. Vol.23, no.3
Allen, E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Babson Survey Research Group
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Huang, B. (2004). How does distance education compare with classroom instruction? A meta- analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory & practice. Thousand Oaks, CA: Sage.
Kaplan, S., Bartlett, P. (n.d.). Creating Communities for collaboration and learning. Retrieved from www.icohere.com/CollaborativeLearning2.htm
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass
So, H.J. (2009). When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure. Journal on Computer Assisted Learning, 25(2), 146.